The Mozart Effect
It was proved in 1993 that students had a better score on their spatial IQ test after listening to Mozart´s Piano Sonata k 448. They scored up to nine points higher than the students taking the test using other methods. Mozart has a greater influence on the brain development compared to other composers such as better results when studying, memorizing easily, and better test scores.
The University of California made a research trying different methods in students while taking their IQ test. The group that used a Mozart Sonata scored eight to nine points higher than the other groups. This result was named “The Mozart Effect”. Compared to a diverse list of composers, Mozart and Bach show better results on the brain development such as long term periodicity. Music that has an influence in long term periodicity show better results on spatial temporal performance.
Researchers investigated this effect with non-musical selections and noticed that Mozart was the one that increased spatial temporal abilities. It is recommended to listen to a musical composition like Mozart’s Sonata for two pianos in D major before taking an exam. This type of melodies helps the body to de-stress therefore; it allows the person to have better results.
Musical compositions from Mozart and Bach have a 60 beat-per-minute pattern; these types of compositions activate the left and right hemispheres of the brain. When studying, the left side of the brain activates, music activates the right side, using both sides at a time increases the ability of processing information. Music from the Baroque period, like Bach, and from the Classical period, Mozart, have the tendency to repeat its theme, change its tempo, change its mood, and so on. These...
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...eview Dance Board. (2010, February 13). Mark Morris on Mozart. Retrieved February 28, 2010, from The Harvard Art Review: http://www.hcs.harvard.edu/~harvardartreview/wordpress/2010/02/24/mark-morris-on-mozart-2/
Mozart composed many great works during his life, three of which are flute concertos, and also numerous orchestrated pieces, as well as opera hits. However, there is a great deal of speculation about Mozart’s attitudes towards writing flute oriented pieces, and whether or not he “rearranged” an oboe concerto in order to compose a piece suitable for his client’s needs, making us wonder if it is right to call his second Flute Concerto in D Major K.314, one of Mozart’s original works composed to display great skill and technique on the flute. In this paper I will use a few critiques to accurately display the accusations people have made against Mozart, and provide my own feedback into this situation.
O'Donnell, Laurence. "Music and the Brain." "Brain & Mind" Magazine. 1999. Web. 24 Mar. 2010. .
Conclusively, while being one of his earliest works, Mozart’s Minuet in F Major (K.2) is far from primitive. His use of repetition and subtle melodic and rhythmic variations keep the melody interesting enough to retain the listener’s attention. Not only this, but the harmonic surprises of the modulation and deceptive cadence keep the listener guessing in the best way possible. While at the surface this work may seem like nothing more than an AABA 32-bar dance, there is much more than that hidden throughout the work. If this is what Mozart was capable of at the mere age of six, it is unsurprising that his legacy remains to this day.
My book report is from the biography of Mozart written by Robert W. Gutman. It was illustrated by the Jacket art courtesy of Music Lovers Society and was published by Harcourt Brace and Company. It was printed in New York City and the year of publication was 1999.
As Bob Marley once said, “One good thing about music, when it hits you, you feel no pain.” Studies shown that classical music, specifically Mozart, help you engage in your studies better and as a result showed high test scores according to a test scientist at Stanford University held. Did you ever imagine how powerful a piece that was composed in the 1780’s could be?
Sadie, Stanley. Wolfgang Amadeus Mozart: Essays on his Life and his Music. United States: Oxford University Press. 1996, Print.
And a musical genius Mozart was indeed! As I analyzed this piece, I was continually struck by his following of major voice leading and counterpoint rules. The times Mozart did break away from the standard were masterfully done, engaging to the ear, and he was always able to bring us back home. In this paper I will share with you what I learned about Mozart’s Requiem, Domine Jesu measures 1 through 43. I will start with the big picture and whittle it down to the minute details.
The idea of the Mozart effect began in 1993 with a study conducted by Rauscher, Shaw & Ky. This study involved 36 university students taking three different IQ spatial reasoning tasks and for each test used either Mozart’s sonata for two pianos in D major and relaxation music was played, silence was also used. The results of this experiment showed that students who had listened to the music of Mozart had better results for the spacial reasoning tests in comparison to silence or relaxation music. The results also showed that the impact of Mozart’s music was only temporary and only lasted for 10-15 minutes. Overall this study was very basic and had numerous flaws such as the sample size and also the variety of tests used to look at the impact of music (Rauscher, Shaw & Ky, 1993). In 1997 Don Campbell’s book The Mozart effect popularised the claim that music makes children smarter. This book created a public interest in music and brain development. The book uses Rauscher’s experiment as an example of what Mozart’s music can do which in this experiment shows a temporary increase in spatial reasoning, this however was misinterpreted by the public as an increase in IQ. The popularisation of the...
In 1993, a study conducted by researchers Rauscher, Shaw and Ky aimed to test the theory that listening to Mozart increased ones performance on spatial relations tasks. Now decades on, the study forms the basis of a preconception that listening to Mozart can make someone (specifically babies) smarter and is now “one of the most well-known popular interpretations (or rather misinterpretations) of a psychological finding” (Husain, Schellenberg and Thompson, 2001, p. 248). With this being said, the following essay aims to eliminate this preconception by analysing current research valid to the Mozart affect whilst reinforcing the argument that listening to Mozart does not improve intelligence, but rather, in limited cases is able to produce minimal and temporary spatial aptitude that does not necessarily pertain exclusively to Mozart’s pieces. This can be supported by analysing studies; that show listening to Mozart only boosts spatial ability, that the improvement of spatial ability can be credited to other factors such as arousal, mood or personal preference and also that the increase in spatial capacity has yet to be studied in-depth in terms of if it is able to have long-term effects. The lack of studies involving babies or even young children also supports the argument that listening to Mozart does not makes babies smarter.
Students study and do work in different ways. For example, some may prefer to practice flashcards, while another might prefer to create pneumonic devices. One common study aid is to listen to music. One would assume that music would act as a great distractor to the learning process, yet it continues to be a popular way to study. In fact, a common belief is that the music increases focus and eliminates distracting background sounds. However, music’s impact on memory, as opposed to attention and focus, is usually not considered. How does the background presence of auditory stimuli, specifically music, influence memory? One aspect of music that makes it unique is its immediate familiarity and ease to which it can be remembered and engaged with. How does one’s familiarity with the music impact their ability to study? Also how does the complexity of the music impact memory?
Music is one of the few things that has remained constant through the centuries this world has existed. Not only does music provide entertainment, it also has several effects linked to it. Music allows emotions of happiness and sadness to arise. From those emotions, physical effects, negative or positive, can occur. Music has a profound effect on the emotional, social, intellectual, and physical aspects of a person.
Dowd, Will. "The Myth of the Mozart Effect." Skeptic 13.4 (2007): 21-23. Academic Search Premier. EBSCO. Web. 15 Mar. 2011.)
Some people believe that songs with lyrics and melody can distract a student while studying, and hence, the speed of doing work will decrease. However, it must be recognized that there are other types of music, such as classical or instrumental music. These types of music promote in gaining higher concentration than compared to music with lyrics. As Cho suggests, with this state, when the brain is relaxed and calm,work is d...
Listening to music releases dopamine in the brain. Dopamine is known not only for improving mood but also increasing motivation and emotional stamina. But the benefits that come from listening to music affect more than just the way we feel. Studies have shown that when listening to the right style of music at the right decibel level, students have been able to concentrate better. For studying purposes, this mainly applies to classical music. Many school teachers and professors argue that music is simply distracting, or so stimulating that it inhibits a student’s ability to focus. However, when classical music has few words, or as is often found, few English words, the mind isn’t as easily distracted by the meaning or idea of the song. In fact, what is sometimes interpreted as chaotic in classical music can provide a high enough level of exertion for your brain to comprehend, that it stimulates high l...